DESY PUTRIANI FINAL ASSIGNMENT (0743042006)

THE CORRELATION BETWEEN STUDENTS’ LANGUAGE LEARNING STRATEGIES AND THEIR READING COMPREHENSION ACHIEVEMENT AT THE SECOND YEAR STUDENTS OF SMA NEGERI 1

BANDAR LAMPUNG

BY

DESY PUTRIANI

0743042006

ENGLISH EDUCATION STUDY PROGRAM

ARTS AND LANGUAGE EDUCATION DEPARTMENT

SCHOOL OF EDUCATION AND PEDAGOGY

UNIVERSITY OF LAMPUNG

2011

CHAPTER I

1. Background of the Problem

English is an international language. Almost all countries have adapted English used as a compulsory subject at schools. The national education has decided that English as a foreign language taught in Indonesian schools. It learned started from primary schools up to university. People realize that teaching English at this level becomes very important and need much concern. As an English teacher, he or she demands to explore effective techniques, method, and approaches.

The students have to master the four basic language skills. They are listening, speaking, reading, and writing.English as the first international language in the world, plays an important    role in Indonesia. Mastering what someone has learned is the main goal of learning (curriculum guideline: 1994) Language Learning Strategies as the important thing to make the language learning process run well and easier.

We need strategies in realizing what we have already learned in order to obtain our goal in learning because strategy can help to decide put next measure and acquire knowledge systematically. For instance, in learning a language, it might be started from the easiest problem to the more difficult one. Choosing learning is problem which is always faced by the learners. Thus, some expert have studied and resulted theories about learning strategy because learning strategy is considered important for the learners’ success. Motivation as one of factors influenced student in learning process. Reading, as one aspect that should be taught in English comprehension, becomes the most important aspect for the students to be mastered. Some studies had been done related to motivation and language learning strategies, but no one of them had investigated the correlation of language learning strategies of different students’ motivation and their reading comprehension achievement.

B.  Formulation of the Problem

In line with the issues presented in the background above, research question of this research is:

- Is there any correlation of language learning strategies and students’ motivation and their reading comprehension achievement in learning English?

C.  Objective

- To determine whether there is correlation of language learning strategies used by the students and students’ motivation and their reading comprehension achievement.

D. Signficance of the Research

Theoretically, to see whether result of this research support the previous theory on learning strategies and motivation in learning.

Practically, it contributes in:

•       Considering the English teacher to motivate the students in learning English.

•       Informing the students about the role language learning strategies in comprehending their English.

•       Encouraging the students to use language learning strategies independently and continuously

E.  Scope of the Research

 The research was focused on the correlation of language learning strategies and motivation and students’ reading comprehension achievement in studying English as foreign language.

II.  FRAME OF THEORIES

A.  CONCEPT OF LANGUAGE LEARNING STRATEGIES

      According to Shuell (1986 in Agustina, 2002: 1) learning strategies are special ways of processing information that enhance comprehension, learning, or retention of the information.

B.     CLASSIFICATION OF LANGUAGE  LEARNING STRATEGIES

1.   Cognitive Strategies (Clarification/verification, guessing/inductive inferencing, deductive reasoning, practice, memorization, monitoring).

2. Metacognitive Strategies (planning, monitoring, and evaluating).
3. Social Strategies

(asking questions, cooperating with others, empathizing with others).

  C.  CONCEPT OF READING COMPREHENSION

Rubin (1993: 94) states that: reading comprehension is a complex intellectual process involving a number of abilities.  The two major abilities involve word meaning and verbal reasoning.  Without word meaning and verbal reasoning, there could be no reading comprehension; without reading comprehension, there would be no reading

            D. THEORETICAL ASSUMPTION

•       One important factor influenced students in learning English is motivation, since it is assumed that the students with strong motivation will learn more effective and easier in comprehending their English ability, esp. in reading comprehension.

•       Beside that, language learning strategies are also important in learning process.  Some students who use language learning strategies can comprehend and process the information in reading skill that is given by their school while they are learning English.

E. HYPOTHESES

H0          There is no correlation of students’     motivation and language learning        strategies and their reading    comprehension achievement.

H1          There is correlation of students’          motivation and language learning        strategies and their reading    comprehension achievement.

III.  RESEARCH DESIGN

                              Correlation

              X

                                                               Y     

     Where:         X is students’ language learning strategies

                         Y  is students’ reading  comprehension achievement

 A.  VARIABLES

Language learning strategies as independent variables because it is assumed that motivation and language learning strategies influence students’ achievement.

Students’ achievement as a dependent variable because it is assumed that achievement is affected by students’ motivation and the use of language learning strategies in learning English.

B. POPULATION AND SAMPLES

1.  Population

            The Population of this research is second grade students of SMA N 1 Bandar Lampung academic year 2010/2011.

2.  Samples

            using simple random probability sampling.  From all the classes of second grade students, it was chosen 3 class randomly

C. DATA COLLECTING TECHNIQUE

Ø  Questionnaires of motivation

Ø  Language Learning Strategies Questionnaires (LLSQ)

Ø  Test of Reading

D.     RESEARCH PROCEDURE

Ø  Determining the problem

Ø  Observation

Ø  Selecting and determining the subject

Ø  Determining the research focus

Ø  Formulating the questionnaires

Ø  Determining the way of collecting and analyzing the data

Ø  Preparing the data collecting technique

Ø  Collecting the data

Ø  Conducting English test

Ø  Evaluating and analyzing the data

E. Data Analysis

To see the correlation of students’ motivation and language learning strategies and their achievement, the data was analyzed by using Pearson product-moment correlation coefficient. 

r_XY =

In addition in reading comprehension test analysis, it also calculates the discrimination power by using formula:

DP=

Notes   :           DP = Discrimination Power

                        U   = the proportion of the upper group                                            students

                        L    = the proportion of the lower group                                            students

                        N   = number of students

IV. FINDINGS AND DISCUSSION

Reliability X

Reliability Y

Correlations of X1, X2 and Y

V.                 CONCLUSION AND SUGGESTIONS

1. CONCLUSION

            There is correlation between language learning strategies and students motivation and their reading comprehension achievement in SMA Negeri 1 Bandar Lampung.  It can be seen from the result of data analysis which shows r=0,643 and p=0,000 (p<0,001).

2. SUGGESTIONS

1. English teacher should motivate their students in learning English more and more.
2. Every student should employ language learning strategies in trying to make sense of ideas.

 Questionnaire

Oxford university press (2007) in its article said that a questionnaire was a

research instrument consisting of a series of questions and other prompts for the

purpose of gathering information from respondents. Although they were often

designed for statistical analysis of the responses, this was not always the case.

Arikunto (2006:151), questionnaire could be in the form of multiple choice,

essay, check-list and rating-scale so respondents would only select one of the

provided answers in it. In conducting this study, I used a multiple-choice

questionnaire, in which, the respondents only selected one of the provided answers

(by crossing (A, B, C or D) in each question).

Kuesioner

*) : Coret yang tidak perlu.

PETUNJUK PENGISIAN ANGKET:

1. Tulislah identitas Anda dipojok atas kiri.

2. Berilah tanda silang (X) pada Abjad yang anda pilih.

3. Kerjakan sendiri dan kumpulkan dimeja dosen bila sudah selesai.

1. Jika dibandingkan dengan skill yang lain (mendengarkan, menulis, ataupun berbicara), saya membaca ….

a. sering sekali

b. kadang-kadang

c. jarang

d. tidak pernah

2. Dalam kehidupan sehari-hari, saya hampir setiap hari menggunakan…….dengan teman sekelas saya

a. Bahasa Inggris

b. Bahasa Indonesia

c. Bahasa jawa

d. Bahasa daerah lainya

3. Saya sadar kemampuan membaca saya rendah oleh karena itu saya…….

a. selalu berlatih

b. kadang-kadang saja

c. tidak pernah berlatih

d. tidak peduli

4. Saya berlatih membaca kira-kira  …………

a. 3 jam per minggu

b. 2 jam per minggu

c. 1 jam per minggu

d. sekehendak hati saya

5. Disamping kemampuan membaca, saya juga……..

a. mengikuti kursus berbicara

b. berlatih dengan teman saya

c. berlatih sendiri saja

d. tidak pernah membaca

6. Jenis buku yang sering say abaca adalah….......

a. buku komik

b. novel remaja

c. buku tentang teknologi & ilmu pengetahuan

d. buku lainya

7. Jika keterampilan membaca tidak termasuk di KBM, saya akan……………..

a. mengikuti kursus membaca

b. berlatih dengan teman

c. berlatih sendiri

d. tidak peduli

8. Pada saat membaca, saya……………..

a. Selalu memperhatikan apa yang dibaca

b. memaksa diri untuk membaca walaupun tidak mengerti artinya

c. kadang-kadang berkhayal hal lain

d. merasa bosan

9. Saya pikir pelajaran membaca itu……………

a. wajib diajarkan di KBM

b. kadang-kadang saja, jangan terlalu sering

c. tidak dibutuhkan dalam pelajaranya

d. membosankan sekali

10. Saya pikir pelajaran membaca di dalam kelas itu……….

a. sangat menarik

b. lumayan menarik

c. tidak menarik sama sekali

d. membosankan

11. Apa yang anda pikirkan tentang kursus membaca?

a. Sangat lucu

b. menyenangkan

c. hanya untuk kebutuhan sesaat

d. sangat membosankan

12. Apakah anda suka dengan materi dalam pembelajaran membaca di dalam kelas?

a. Ya, tentu saja saya sangat suka

b. Ya, saya lumayan suka

c. Tidak, saya tidak menyukainya

d. saya sangat membencinya

13. Apa yang anda lakukan jika anda tidak mengerti kata-kata atau kalimat yang diterangkan oleh guru dalam kelas membaca?

a. Bertanya pada guru tersebut

b. Saya mencari artinya sendiri di kamus

c. Diam saja

d. Saya tidak peduli

14. Apa yang anda pikirkan tentang kursus membaca?

a. Sangt susah sekali

b. lumayan sulit

c. susah-susah gampang

d. tidak susah sama sekali

15. Bagaimana pandangan anda terhadap guru yang mengajar pelajaran membaca?

a. Dia sangat baik sekali

b. Baik saja

c. Cukup baik

d. Tidak baik

16. Saya merasa terpaksa dalam berlatih membaca, karena ini merupakan salah satu skill/ subject yang harus diajarkan di dalam kelas

a. Benar sekali

b. kadang-kadang benar

c. sedikit benar

d. tidak benar

17. Saya berlatih membaca karena ingin meningkatkan nilai rapot saya

a. Benar sekali

b. kadang-kadang benar

c. sedikit benar

d. tidak benar

18.  Saya berlatih membaca karena ingin mengerti apa arti dari setiap kalimat yang saya baca

a. Benar sekali

b. kadang-kadang benar

c. sedikit benar

d. tidak benar

19. Saya selalu membaca teks film jika saya sedang menonton film barat, guna mengetahui artinya

a. Benar sekali

b. kadang-kadang benar

c. sedikit benar

d. tidak benar

20. Saya selalu berlatih membaca karena saya pikir, ini penting agar mudah mendapatkan pekerjaan.

a. Benar sekali

b. kadang-kadang benar

c. sedikit benar

d. tidak benar